Professional Army, Military Service Or Social Service

Total Page:16

File Type:pdf, Size:1020Kb

Professional Army, Military Service Or Social Service PLATON YOUTH FORUM 2009 TH ST JULY 26 – AUGUST 1 2009 Professional army, military service or social service Leader : Markus Präauer Emil Nefzger Sven Dietl Valentin Ripeanu Cristian Marcu Marie Schlaak Laura Antohe Ana-Maria Ciobanu Katharina Amelung Alexandra Tschäbunin Platon Youth Forum 2009 1/29 Index of contents Dilemma ...................................................................................................................... 3 Votes ........................................................................................................................... 3 Vote – Army Service ................................................................................................ 3 2. Vote – Army Service ............................................................................................ 3 Final vote on military service ................................................................................... 4 Professional army: yes or no? (1) ....................................................................... 5 Professional army (2) .............................................................................................. 5 1st Vote on Social Service ...................................................................................... 6 2nd vote on Social service ...................................................................................... 7 Social Service: 3. vote ............................................................................................. 7 Ablauf der Diskussion . .............................................................................................. 8 Der Sozialdienst der Bundeswehr ............................................................................... 9 Was leistet die Sozialarbeit in der Bundeswehr?..................................................... 9 Welche Hilfe gewährt die Sozialberatung in der Bundeswehr? ............................... 9 Wie erfüllt der Sozialdienst seine Aufgaben? ........................................................ 10 Wann wird der Sozialdienst tätig? ......................................................................... 10 Wie erreicht man den Sozialdienst der Bundeswehr? ........................................... 10 Der Sozialdienst der Bundeswehr bei der täglichen Arbeit .................................... 10 France ....................................................................................................................... 11 Italy ........................................................................................................................... 11 United Kingdom ........................................................................................................ 11 Wehrpflicht kostet Wirtschaftswachstum ................................................................... 13 Entwicklung braucht starke Frauen ........................................................................... 22 Kind und Karriere: Gibt es den richtigen Zeitpunkt? .............................................. 24 Von Gleichberechtigung weit entfernt .................................................................... 26 Berufstätige Frauen ............................................................................................... 26 Wie Frauen im Jahr 2020 arbeiten ........................................................................ 26 MÄNNER UND FRAUEN HEUTE ......................................................................... 26 Rüstungsindustrie ..................................................................................................... 27 Berlin, 04.05.2004 ..................................................................................................... 28 Platon Youth Forum 2009 2/29 Dilemma Auftrag und Zielsetzung der verschiedenen Experten aus Bereichen der Politik, Wirtschaft und Gesellschaft war die Vorbereitung eines EU-Vorschlages in Anbetracht einer Berufsarmee, des Wehr- und Sozialdienstes. Der Fachausschuss unter der Leitung von Ministerpräsidentin Möller bestand aus Sozialpolitikerberaterin Fischer. Frauenrechtlerinnen Hasser, Swift und Evans, Volkswirtschaftler Heinke, Militärexperte General Pauer, Anti-Feminist Iverson und dem liberalen Politikerberater Smith. Votes Vote – Army Service Yes - this way young men and women see, that the army isn’t just about killing - you can join the disaster control service and help people without learning to kill No - 18-year-olds shouldn’t be forced to learn how to kill, and if they want to, they can join the professional army - you should have a choice, if you want to go to the army, because otherwise it would be against your human rights - young persons could achieve more for their future life by going to schools a little longer - sending young people to the army encourages their rage and aggressive behavior No opinion - we would have a problem if there aren’t enough people who want to join the army Links: http://www.heise.de/tp/r4/artikel/30/30249/1.html http://hpd.de/node/5938 http://www.berufsberatung.ch/dyn/2726.aspx http://www.fhnw.ch/technik/bachelor-und-master/informationen/militaer/militaer-und- studium http://www.learnabout.de/v_danach/studium_bundeswehr.htm http://www.drgerber.ch/psyprobl.html http://www.20min.ch/news/schweiz/story/18024339 http://www.nzz.ch/nachrichten/schweiz/aktuell/piloten_kehren_luftwaffe_den_ruecken_1. 549680.html http://www.wer-weiss-was.de/theme87/article244488.html 2. Vote – Army Service Yes - the army shouldn’t be about saving money - the troops are saving saving lives in other countries Platon Youth Forum 2009 3/29 No - a democratic state shouldn’t force it’s inhabitants to do any service they don’t want to do - 18 year olds shouldn’t be forced to learn how to kill people - it costs the state a lot more than a professional army - with 18 your far to young to be confronted with such violent things as joining the army - you should only be obliged to do the military service in case of war - military service should be voluntarilly chosen - the young soldiers have no experience and would immediatly die in case of war. Links: Yes: http://www.mareeg.com/fidsan.php?sid=8148&tirsan=11 http://www.ejercito.mil.co/index.php?idcategoria=216713 http://www.eucom.mil/english/fullstory.asp?art=%7B90E0A6DF-552F-4BFB-B9FF- 0EDBC6CA3147%7D No: http://www.uni-protokolle.de/foren/viewt/240025,0.html http://www.uni-kassel.de/fb5/frieden/regionen/Afghanistan/franzosen.html http://www.uni-muenster.de/PeaCon/wuf/wf-87/8731000m.html http://www.diw.de/deutsch/wb_4/04_berufsarmee_statt_wehrpflicht_eine_oekonomisch_sinn volle_loesung/31148.html Final vote on military service YES The military service is a very good opportunity to think about what you want to do and achieve in your life. It is also important because you help the society that always helped you (i.e. at school etc.) So you can pay back to the society. total votes on YES: 1 NO -it is too expensive, the money that is being spent on military service could be used better -the people that have to do military service sometimes don´t have a good attitude towards what they are doing in the army -18 years is too young to learn how to kill or how to fire a weapon -a professional army is enough to defend our country in a case of war -it keeps young people away from studies or work which is more important for them than the army -nobody should be forced to join the army -it contradicts righty like the right to free collective bargaining or even basic rights, e.g. the freedom of choosing where you want to live total votes on NO:8 NO OPINION Platon Youth Forum 2009 4/29 no votes on no opinion Links: http://www.tagesspiegel.de/politik/deutschland/Wehrpflicht;art122,2590930 http://www.diw.de/deutsch/wb_4/04_berufsarmee_statt_wehrpflicht_eine_oekonomisch_sinn volle_loesung/31148.html http://www.bpb.de/wissen/Q01ETK,1,0,Das_Grundgesetz_f%FCr_die_Bundesrepublik_Deut schland.html#art1 http://www.wen-waehlen.de/kandidaten/begruendung_51.html Professional army: yes or no? (1) (27.7.09) Yes: 1. The professional army doesn’t cost the state as much as the people who have to do military service. And so people can decide what they want to do and aren’t forced to join the army 2. I think that professional army is good for EU because we must have some soldiers to protect us from terrorist attacks and war 3. I agree with the idea of a professional army because you have the right to choose what you want to do. 4. Yes, but just to help regions that have huge problems 5. This way people who really want to learn how to kill others and are not afraid to die can take their passion as a job and earn money with it. Still it doesn’t cost the state as much as the military service does. 6. It is good to build up a professional army, because maybe this is what you really want to do with your life 7. Having a professional army is good and useful for countries because in case of war or serious international military issues they can act very fast and proper, regarding the fact that they are well trained 8. The professional army is better equipped, trained and experienced for a modern war i.e. against terrorism No: 1.To a professional army people come for the wrong reason to often. Money or because the army is the only one that offers you a job shouldn’t be the motivation to join the army. Professional army (2) Should the state have only a professional army? YES 1)Yes but just if every citizen has to do social service 2)It`s a normal job,people can decide wheather they want to go or not. The need of professional soldiers
Recommended publications
  • Political Attitudes to Conscription: 1914–1918
    RESEARCH PAPER SERIES, 2016–17 27 OCTOBER 2016 Political attitudes to conscription: 1914–1918 Dr Nathan Church Foreign Affairs, Defence and Security Section Contents Introduction ................................................................................................ 2 Attitudes of the Australian Labor Party ........................................................ 2 Federal government ......................................................................................... 2 New South Wales ............................................................................................. 7 Victoria ............................................................................................................. 8 Queensland ...................................................................................................... 9 Western Australia ........................................................................................... 10 South Australia ............................................................................................... 11 Political impact on the ALP ............................................................................... 11 Attitudes of the Commonwealth Liberal Party ............................................. 12 Attitudes of the Nationalist Party of Australia ............................................. 13 The second conscription plebiscite .................................................................. 14 Conclusion ................................................................................................
    [Show full text]
  • Canadian Military Journal, Issue 13, No 2
    Vol. 13, No. 2 , Spring 2013 CONTENTS 3 EDITOR’S CORNER 4 VALOUR 6 LETTERS TO THE EDITOR INTERDEPARTMENTAL CIVILIAN/MILITARY COOPERATION 8 CANADA’S WHOLE OF GovernMENT MISSION IN AFghanistan - LESSONS LEARNED by Kimberley Unterganschnigg Cover TECHNOLOGICAL INNOVATION A two-seater CF-188 Hornet flies over the Parc des Laurentides en 17 ACTIVE Protection SYSTEMS: route to the Valcartier firing A Potential JacKpot to FUTURE ARMY Operations range, 22 November 2012. by Michael MacNeill Credit : DND Photo BN2012-0408-02 by Corporal Pierre Habib SCIENCE AND THE MILITARY 26 AN Overview OF COMPLEXITY SCIENCE AND its Potential FOR MilitarY Applications by Stéphane Blouin MILITARY HISTORY 37 THE Naval Service OF CANADA AND OCEAN SCIENCE by Mark Tunnicliffe 46 Measuring THE Success OF CANADA’S WARS: THE HUNDRED DAYS OFFENSIVE AS A CASE STUDY by Ryan Goldsworthy CANADA’S WHOLE OF 57 “FIGHT OR FarM”: CANADIAN FarMERS AND GOVERNMENT MISSION THE DILEMMA OF THE WAR EFFort IN WORLD WAR I (1914-1918) IN AFGHANIstan - by Mourad Djebabla LESSONS LEARNED VIEWS AND OPINIONS 68 CANADA’S FUTURE FIGHTER: A TRAINING CONCEPT OF Operations by Dave Wheeler 74 REDEFINING THE ARMY Reserves FOR THE 21ST CENTURY by Dan Doran 78 NCM Education: Education FOR THE FUTURE Now by Ralph Mercer COMMENTARY ACTIVE PROTECTION 82 What ARE THE Forces to DO? SYSTEMS: A POTENTIAL by Martin Shadwick JACKPOT TO FUTURE ARMY OPERatIONS 86 BOOK REVIEWS Canadian Military Journal / Revue militaire canadienne is the official professional journal of the Canadian Forces and the Department of National Defence. It is published quarterly under authority of the Minister of National Defence.
    [Show full text]
  • Canadian Infantry Combat Training During the Second World War
    SHARPENING THE SABRE: CANADIAN INFANTRY COMBAT TRAINING DURING THE SECOND WORLD WAR By R. DANIEL PELLERIN BBA (Honours), Wilfrid Laurier University, 2007 BA (Honours), Wilfrid Laurier University, 2008 MA, University of Waterloo, 2009 A thesis submitted to the Faculty of Graduate and Postdoctoral Studies in partial fulfillment of the requirements for the Doctor of Philosophy degree in History University of Ottawa Ottawa, Ontario, Canada © Raymond Daniel Ryan Pellerin, Ottawa, Canada, 2016 ii ABSTRACT “Sharpening the Sabre: Canadian Infantry Combat Training during the Second World War” Author: R. Daniel Pellerin Supervisor: Serge Marc Durflinger 2016 During the Second World War, training was the Canadian Army’s longest sustained activity. Aside from isolated engagements at Hong Kong and Dieppe, the Canadians did not fight in a protracted campaign until the invasion of Sicily in July 1943. The years that Canadian infantry units spent training in the United Kingdom were formative in the history of the Canadian Army. Despite what much of the historical literature has suggested, training succeeded in making the Canadian infantry capable of succeeding in battle against German forces. Canadian infantry training showed a definite progression towards professionalism and away from a pervasive prewar mentality that the infantry was a largely unskilled arm and that training infantrymen did not require special expertise. From 1939 to 1941, Canadian infantry training suffered from problems ranging from equipment shortages to poor senior leadership. In late 1941, the Canadians were introduced to a new method of training called “battle drill,” which broke tactical manoeuvres into simple movements, encouraged initiative among junior leaders, and greatly boosted the men’s morale.
    [Show full text]
  • "Weapon of Starvation": the Politics, Propaganda, and Morality of Britain's Hunger Blockade of Germany, 1914-1919
    Wilfrid Laurier University Scholars Commons @ Laurier Theses and Dissertations (Comprehensive) 2015 A "Weapon of Starvation": The Politics, Propaganda, and Morality of Britain's Hunger Blockade of Germany, 1914-1919 Alyssa Cundy Follow this and additional works at: https://scholars.wlu.ca/etd Part of the Diplomatic History Commons, European History Commons, and the Military History Commons Recommended Citation Cundy, Alyssa, "A "Weapon of Starvation": The Politics, Propaganda, and Morality of Britain's Hunger Blockade of Germany, 1914-1919" (2015). Theses and Dissertations (Comprehensive). 1763. https://scholars.wlu.ca/etd/1763 This Dissertation is brought to you for free and open access by Scholars Commons @ Laurier. It has been accepted for inclusion in Theses and Dissertations (Comprehensive) by an authorized administrator of Scholars Commons @ Laurier. For more information, please contact [email protected]. A “WEAPON OF STARVATION”: THE POLITICS, PROPAGANDA, AND MORALITY OF BRITAIN’S HUNGER BLOCKADE OF GERMANY, 1914-1919 By Alyssa Nicole Cundy Bachelor of Arts (Honours), University of Western Ontario, 2007 Master of Arts, University of Western Ontario, 2008 DISSERTATION Submitted to the Department of History in partial fulfillment of the requirements for Doctor of Philosophy in History Wilfrid Laurier University 2015 Alyssa N. Cundy © 2015 Abstract This dissertation examines the British naval blockade imposed on Imperial Germany between the outbreak of war in August 1914 and the ratification of the Treaty of Versailles in July 1919. The blockade has received modest attention in the historiography of the First World War, despite the assertion in the British official history that extreme privation and hunger resulted in more than 750,000 German civilian deaths.
    [Show full text]
  • The Conscription Debate Lesson Plan
    The Conscription Debate Lesson Plan Description: In this lesson, students learn about the conscription debate in Canada in 1917. Students are organized into three groups (anti-conscription farmers, anti- conscription French Canadians, and pro-conscription English Canadians), and conduct research on the argument for or against conscription made by their assigned group. Students then participate in a debate on the topic. Recommended Grade Range All provinces and territories except Quebec: Grades 10 to12 Quebec: Secondary 4 and 5 Prerequisites: This lesson should follow previous discussions and lessons on the First World War. Objectives: • Students learn why Prime Minister Borden introduced the Military Service Act in 1917, enacting conscription by law; • Students learn why many farmers and French Canadians opposed conscription; • Students work in groups assigned to represent farmers, French Canadians, and English Canadians, and conduct research for a debate on conscription; • Student groups organize their research results in a table; • Students conduct a debate on the issue of conscription using their research. Estimated Time: 3-4 class periods Materials Required: • Overhead transparencies of First World War recruitment posters printed from the resources section, or copies of these posters to hand out to students, downloaded from resources sections; • Projector (if not using copies); • Internet/computer lab access for 1-2 class periods; • Copies of the Conscription Debate Worksheet. Lesson: Warm-up • Project or hand out images of recruitment posters • Ask students to discuss the posters, prompting them to consider issues related to joining the military. What reasons might people have for volunteering to go to war? What reasons do the posters suggest? Are the posters effective in convincing the The Conscription Debate Lesson Plan viewer? What reasons might people have for not volunteering to go to war? • Remind students to keep in mind the social context of Canada during the First World War.
    [Show full text]
  • The Great War, Nationalism, and the Irish
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by The University of Utah: J. Willard Marriott Digital Library A WAR FOR SMALL NATIONALITIES: THE GREAT WAR, NATIONALISM, AND THE IRISH CONSCRIPTION CRISIS OF 1918 by Daniel McKenna Joesten A thesis submitted to the faculty of The University of Utah in partial fulfillment of the requirements for the degree of Master of Arts Department of History The University of Utah May 2014 Copyright © Daniel McKenna Joesten 2014 All Rights Reserved The University of Utah Graduate School STATEMENT OF THESIS APPROVAL The thesis of Daniel McKenna Joesten has been approved by the following supervisory committee members: Nadja Durbach Chair March 7, 2014 Date Approved James Lehning Member March 7, 2014 Date Approved Weskey Sasaki-Uemura Member March 7, 2014 Date Approved and by Isabel Moreira Chair/Dean of the Department/College/School o f ____________________ History and by David B. Kieda, Dean of The Graduate School. ABSTRACT Throughout the course of World War I, the Irish regiments that fought on the front lines were staffed only with volunteers. Though Britain had extended conscription within the United Kingdom and to its other colonies, Ireland was exempt from drafting soldiers for the war effort. Though the idea of conscripting the Irish had been discussed on multiple occasions within the House of Commons, the motion was always rejected due to the volatile relationship between the two countries. Besides, nearly 200,000 Irishmen volunteered throughout the course of the war. By 1918, things had changed dramatically. The British and Allied forces had lost ground to the advancing Germans, heavy casualties were sustained on both sides, and the British were finding it increasingly difficult to find manpower.
    [Show full text]
  • Ethiopia's Troubled Situation
    ETHIOPIA’S TROUBLED SITUATION HEARING BEFORE THE SUBCOMMITTEE ON AFRICA, GLOBAL HUMAN RIGHTS AND INTERNATIONAL OPERATIONS OF THE COMMITTEE ON INTERNATIONAL RELATIONS HOUSE OF REPRESENTATIVES ONE HUNDRED NINTH CONGRESS SECOND SESSION MARCH 28, 2006 Serial No. 109–165 Printed for the use of the Committee on International Relations ( Available via the World Wide Web: http://www.house.gov/international—relations U.S. GOVERNMENT PRINTING OFFICE 26–776PDF WASHINGTON : 2006 For sale by the Superintendent of Documents, U.S. Government Printing Office Internet: bookstore.gpo.gov Phone: toll free (866) 512–1800; DC area (202) 512–1800 Fax: (202) 512–2250 Mail: Stop SSOP, Washington, DC 20402–0001 VerDate Mar 21 2002 15:50 Jul 06, 2006 Jkt 000000 PO 00000 Frm 00001 Fmt 5011 Sfmt 5011 F:\WORK\AGI\032806\26776.000 HINTREL1 PsN: SHIRL COMMITTEE ON INTERNATIONAL RELATIONS HENRY J. HYDE, Illinois, Chairman JAMES A. LEACH, Iowa TOM LANTOS, California CHRISTOPHER H. SMITH, New Jersey, HOWARD L. BERMAN, California Vice Chairman GARY L. ACKERMAN, New York DAN BURTON, Indiana ENI F.H. FALEOMAVAEGA, American ELTON GALLEGLY, California Samoa ILEANA ROS-LEHTINEN, Florida DONALD M. PAYNE, New Jersey DANA ROHRABACHER, California SHERROD BROWN, Ohio EDWARD R. ROYCE, California BRAD SHERMAN, California PETER T. KING, New York ROBERT WEXLER, Florida STEVE CHABOT, Ohio ELIOT L. ENGEL, New York THOMAS G. TANCREDO, Colorado WILLIAM D. DELAHUNT, Massachusetts RON PAUL, Texas GREGORY W. MEEKS, New York DARRELL ISSA, California BARBARA LEE, California JEFF FLAKE, Arizona JOSEPH CROWLEY, New York JO ANN DAVIS, Virginia EARL BLUMENAUER, Oregon MARK GREEN, Wisconsin SHELLEY BERKLEY, Nevada JERRY WELLER, Illinois GRACE F.
    [Show full text]
  • 21 on the Home Front a Veteran Remembers
    327-340 120820 11/2/04 12:53 PM Page 327 Chapter 21 On the Home Front A Veteran Remembers Today, World War I seems a long time ago. I’ll tell you a thing But for veterans of the war, the memories or two.” are still alive and Remembrance Day is a I would try to very special event. In 1999, Veterans Affairs explain what some Canada estimated that there were about 600 of these men went Canadian World War I veterans still living. through. Some in Many are close to 100 years old. This is how hospitals through- World War I veteran, Mr. B. Ham, remembers out the country the war. are still suffering. We have to remem- Every November 11th my wife shines my ber those fellows. medals, I dress myself up, and we go “Suppose some- to . take part in the [Remembrance thing happened and Day] service. So many things go through your father had to my mind. All those men who were killed. go to war.You’d feel How unnecessary. That they couldn’t have badly if he were died an ordinary natural death. A very killed in action or terrible thing that a man has to give his lost an arm or a A World War I veteran life. leg.” People don’t realize that these men “Just think it over. Consider yourself who enlisted didn’t even realize what they darn lucky to be a Canadian, living in a were getting into. Maybe I was one of free country. And it was fought not only them.
    [Show full text]
  • Document Reume
    0 DOCUMENT REUME ED 260 002 SO 016 727 7. 1 N 00 4 AUTHOR Giguere, Madeleine, Ed. TITLE A Rranco-American Overvie. Volume 3., New England t (Pa4t One). .. INSTITUTION National Assestmenthnd isseminaltion Center for Bilingual Education, Camb idge, Mlss.; National' Materials Development Center for French and Port4guese, Bedford, Atli. r SPONS AGENCY. Department 9LEOucation, Washington, DC. REPORT NO ISBN-0-89857/136-7 PUB DATE Mar 81 1 NOTE 278p.;'or the-other volumes. in this series, see SO 016 725-730. PUB TYPE ( Historical Materials (060) Viewpoints (120) . , . `Collected Works General (ozp) d, EDRS PRICE MF01/PC12 Plus'Postageh DESCRIPTORS *Acculturation; Biculturalism; Catholics; Colonial History (United States); *Cross Cultural "Studies; *Cultur 1 Edumption; Cultural Influences; Cultural Pluralism; Culture; Ethnic Groups! Family Life; Industrialization; Land Settlement; MigraIion; Political Attitudes; Politics; Religion; Social History; Social Services; Social Studies; Subcultiires; United States History IDENTIFIERS A Acidians; *Franco Americans; 'Frenth (Canadian); Maine; *New England; New Hathpshire; Nineteenth Century; Vermont ABSTRACT . Intended to help readers develop an appreciation of the contributions of Franco-Americans to the cultural heritage co; the i United States, this book, the third -of six volumes, presents 17 readings representing many perspectives--from the historical to the ,., sociological illustrating the thinking and feelings wf those in the forefront of Franco-American studies, This volume focuses on Franco-Americans in New England. The 4ollowing readings are presented "The French-Canadians in Ndw England; (William MacDonald); "French Cathdlics in the United States" (J. g. L. LaFlamme, David E. 'Lavigne, and J. Arthur Favreau); "French and .french-Canadians in the United States" (Mason Wade)"The Acadian Migrations" (Robert LeBlanc); "The Loyalists and the Acadians" (Masoh Wade); "The Franco- American's in Maine: A Geographical Perspective" (James, P.
    [Show full text]
  • World History Bulletin Spring 2015 Vol XXXI No
    World History Bulletin Spring 2015 Vol XXXI No. 1 World History Association Jared Poley Editor [email protected] Editor’s Note 1 From the Executive Director 2 Letter from the President 3 Special Section: Empire and the Great War 4 - 40 An Empire of the Hejaz? An Examination of Sharif Hussein’s Pre-World War I Imperial Ambitions James L. Bowden 4 The Adventures of William Barry: Exploring the Colonial Encounters of the First World War Anna Maguire, King’s College London and Imperial War Museums 7 Maximum Advantage: Imperial Diplomacy and the United States, 1914 – 1917 Justin Quinn Olmstead, University of Central Oklahoma 10 The Retreat of World War I Austrian POWs to China Lee Chinyun 15 Puerto Rican Soldiers in the First World War: Colonial Troops For A New Empire Silvia Alvarez Curbelo, University of Puerto Rico 18 The Great War and a Colonial Landscape: Environmental History in German East Africa, 1914-16 Michael McInneshin, La Salle University 22 The Need to “Free” Africa from “German Oppression”: British Propaganda from German East Africa, 1914-1918 Charlotte Miller 25 The Dutch East Indies During the First World War and the Birth of Colonial Radio Vincent Kuitenbrouwer, University of Amsterdam 28 The Anzac Myth: History and Collective Public Memory in Australia on the Centenary of World War I Andrew Kelly, University of Western Sydney 31 Mourning, Memory, and Material Culture: Colonial Commemoration of the Missing on the Great War’s Western Front Hanna Smyth, University of British Columbia 34 practical ideas for the classroom; she intro- duces her course on French colonialism in Domesticating the “Queen of Haiti, Algeria, and Vietnam, and explains how Beans”: How Old Regime France aseemingly esoteric topic like the French empirecan appear profoundly relevant to stu- Learned to Love Coffee* dents in Southern California.
    [Show full text]
  • AUTHOR Joyce, William W., Ed.; Beach, Richard, Ed. Introducing Canada
    DOCUMENT RESUME ED 429 856 SO 029 181 AUTHOR Joyce, William W., Ed.; Beach, Richard, Ed. TITLE Introducing Canada: Content Backgrounders, Strategies, and Resources for Educators. NCSS Bulletin 94. INSTITUTION National Consortium for Teaching Canada.; National Council for the Social Studies, Washington, DC. ISBN ISBN-0-87986-075-8 PUB DATE 1997-00-00 NOTE 187p. AVAILABLE FROM National Council for the Social Studies, P.O. Box 2067, Waldorf, MD, 20604-2067; Tel: 800-683-0812 (Toll Free); Web site: http://www.ncss.org PUB TYPE Books (010) Collected Works General (020) Guides Classroom Teacher (052) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Area Studies; Class Activities; *Cultural Context; Economics; Foreign Countries; Geography; Global Education; Learning Activities; Secondary Education; Social Studies IDENTIFIERS *Canada; Canadian Government; *Canadian History; Technology Integration ABSTRACT Canada's present role in the new world order and its trade and economic dimensions are clarified in this book. Furthermore,the book explains the intricacies of Canada's history and multiculturalheritage. The chapters focus on the modes of social studies instruction, resourcesfor learning and teaching, the use of films and videos, and newtechnologies for the classroom. A student activities section provides aspringboard for teachers interested in sharing their knowledge of Canada withstudents. Following a foreword (Michael S. Bittner) and an introduction (Jeanne Kissner; Marion Salinger), chapters in the book are: (1) "An Introduction to the History of Canada" (Victor Howard); (2) "Geography of Canada" (Michael J. Broadway) ; (3) "Canadian Government and Politics" (George Sherman) ; (4) "Canada and the World" (Donald K. Alper; Matthew Sparke); (5) "The Canadian Economy" (Anthony Cicerone; Mark J.
    [Show full text]
  • Vol.1, 2001 Australian Journal of Irish Studies
    This paper will firstly examine the career of Senator Patrick Joseph Lynch (1867­ an Irish-born Catholic pro-conscriptionist Labor senator, who, with W.M. Hughes and other dissidents, was expelled from the Labor Party in 1917. He originally struck me as something of a paradox, a maverick, an enigma. However, career and role in the conscription controversy is interesting and significant in itself.' Secondly, the paper will reflect upon some of the wider implications for an understanding of the role of Irish Catholics in the Labor Party, and in the conscription controversy and Australian politics generally in the early part of the twentieth century. Also considered is how the Western Australian experience of Irish Catholic political involvement differed from that in other states. Patrick Joseph Lynch was born in Ireland in 1867, the youngest of eight children, in a moderately well-off family which had farmed their land for generations. His home place was in the parish of Moynalty in Co. Meath, about ten miles north-west of the town of Kells, which is about forty miles north-west of Dublin. He grew up in a fairly close-knit rural community at the Newcastle end of Moynalty parish. Young Paddy attended a couple of the local national schools before, at the age of fifteen, spending two years at the Bailieboro Model School in Co. Cavan, a kind of non-denominational finishing school for bright young pupils who might have notions of going on to teach. It is said that young Paddy travelled the nine miles to Bailieboro each day by donkey.' Whatever notions young Paddy may have entertained about teaching, he did not or could not pursue them.
    [Show full text]